Design of Cross-curricular Units Focusing on Text Structures and Integrated Skills (web version)

1. Design of Cross-curricular Units Focusing on Text Structures and Integrated Skills(web version) Wong Shiu Chi Secondary School

2. School Contexts

3. School-based Reasons for Conducting Cross-curricular Planning • At student level • Promote deeper student learning of generic and language skills • At teacher level • Foster synergy among teachers through curriculum mapping • At curriculum level • Increase coherence in the school-based curriculum through making meaningful links across KLAs

4. LAC Committee *Integrated Science First term *Geography Integrated Humanities Second term Biology KLAs Involved in 2011-12 LAC co-ordinator (English teacher) Vice-principal English panel head LAC Committee Content subject panel heads English teachers

5. Use of a PIE Cycle Consensus building & curriculum mapping of selected units & modules Feedback to each other Conducting meetings to discuss materials & teaching strategies Peer lesson observation and analysis of students’ work Joint evaluation at the end of each term & planning ahead

6. How to Design Cross-curricular Units? Planning of cross-curricular units Interim evaluation & planning ahead Implementation & lesson observation Cross-curricular design Evaluation tools to find out effectiveness Analysis of evidence

7. Work Schedule in 2011-12 The teaching of English units to be followed by that of content subject units to promote students’ deep learning of shared text structures & language focuses in different contexts

8. Handout Different Levels of Curriculum Maps Extracts of KLA curriculum maps Unit objectives, shared text structures & language focuses An extract of S1 overall curriculum map An extract of S4 overall curriculum map

9. Handout A Summary of the Shared Text Structures & Language Focuses in S1 & S4

10. Handout A Summary of the Shared Text Structures & Language Focuses in S1 & S4

11. Roles of English and Content Subject Teachers

12. Design of Cross-curricular Units Planning of cross-curricular units Interim evaluation & planning ahead Implementation & lesson observation Cross-curricular design Analysis of evidence Evaluation tools to find out effectiveness

13. Four Major Implementation Strategies Used by English and Content Subject Teachers Strategy I: Jointly highlighting the features of the target text structures Strategy II: Explicit teaching of the target language focuses in subject contexts Strategy III: Making use of graphic organisers to support students’ application of text structures Strategy IV: Usingshared L/T approaches for students’ repeated exposure for their language & positive values development

14. Strategy I: Jointly Highlighting the Features of the Target Text Structures Approaches: • Including the learning of text structures in the unit objectives for students to learn with a clear focus • Explaining the featuresof the text structures used in subject contexts • Infusing the text structures into reading, writing and /or speaking activities for students’ deeper learning • Maximising students’ opportunities for applying the text structures in different contexts

15. Strategy II: Explicit Teaching of the Target Language Focuses in Subject Contexts Approaches: • Jointly raising students’ awareness of the target language focuses in selected English and content subject units / modules at appropriate points in lessons. • Content subject teachers placing emphasis on facilitating students’ concept learning by helping them overcome language barriers.

16. Strategy III: Use of Graphic Organisers to Support Students’ Application of Text Structures Approach: • Using graphic organisers to help students learn and apply text structures in reading, speaking and writing so as to develop their thinking and organisation skills

17. Strategy IV: Using Shared L/T Approaches for Students’ Repeated Exposure for Language & Positive Values Development Approaches: 1. Reading – Deconstructing reading texts to help students understand the text structure 2. Writing– Giving opportunities for students to apply the target text structure and language focuses in subject contexts 3. Speaking – Including group / pair work and student-centred activities in English and content subject lessons 4. Values– Instilling positive values among students

18. Design of Cross-curricular Units Planning of cross-curricular units Evaluation Implementation & lesson observation Cross-curricular design Evaluation tools to find out effectiveness Analysis of evidence

19. 2. S1 & S4 students work from different ability groups (qualitative data) 1. Four-point scale used in the post-project survey (quantitative data)

20. Design of Cross-curricular Units Planning of cross-curricular units Interim evaluation & planning ahead Implementation & lesson observation Cross-curricular design Analysis of evidence Evaluation tools to find out effectiveness

21. Design of Cross-curricular Units Planning of cross-curricular units Interim evaluation & planning ahead Implementation & lesson observation Cross-curricular design Evaluation tools to find out effectiveness Analysis of evidence

22. Teachers’ Reflections • Difficulties/challenges • More time spent on teaching but still worth the effort • Helping weaker senior form students cope with challenging tasks and develop more advanced thinking skills

23. Teachers’ Reflections • Teachers’ Learning • Beliefs about the need to raise students’ language awareness • Improved curriculum mapping skills with cross-curricular links in the SB curriculum • More collaboration between KLA teachers to support student learning • Win-win situation as students can cope with reading & writing in different subject contexts much better

24. School-based Facilitating Factors 1. Communication and transparency • Explaining the rationale clearly and consulting different parties at the initial stage 2. More co-ordinated work across KLAs through careful cross-curricular planning & mapping • Making more coordinated scaffolding of students’ learning because of careful planning by English & content subject teachers 3. Delivery well aligned with the curriculum maps • Teachers’ delivery being closely aligned with the agreed curriculum maps with room for adjustments based on learner diversity

25. Concluding Remarks & Way Forward • Seeing the value of the cross-curricular project as reflected by students’ learning evidence • Moving from curriculum mapping skills & cross-curricular material design in 2011-12 to leadership building and holistic planning in 2012-13. • A school-based workshop and internal sharing for teachers of this school to create a snowball effect at the end of 2011-12 • Focusing on fewer content subjects (from four to two in 2012-13) but moving from the formal curriculum to the informal curriculum in 2012-13 to make cross-curricular links (using KLA-based extensive reading scheme)